For all learners, but especially for struggling readers, systematic and explicit phonics instruction is critical. “Systematic phonics instruction” refers to the sequence of phonics skills introduced. In a phonics program, there must be a logical order of introduction of skills. “Explicit phonics intruction” refers to how the skills are taught. Students need instruction where the teacher is providing precise directions for teaching the skills. Struggling readers require additional guided practice in small groups and instruction must be differentiated to meet individual needs.
Consonant Blends A consonant blend is when two or more consonants are blended together, but each sound may be heard in the blend. The most common beginning consonant blends include: bl, br, cl, cr, dr, fr, tr, fl, gl, gr, pl, pr, sl, sm, sp and st. Blends can also occur at the end of words as in the word “last”. There are also blends which contain three consonants. Common three consonant blends include: str, spl, and spr. When teaching blends, most teachers introduced them in groups. For example, a teacher may choose to introduce the l-blends first (bl, cl, fl, gl, pl and sl) followed by the r-blends. When introducing the concept of blends and digraphs, cue cards often help. Here’s one I made with many of the consonant blends. You can download this for free.
Consonant Digraphs In a consonant digraph, two consonants stand together to represent a single sound. the most common consonant digraphs are: sh, ch, th, and wh. There are other consonant digraphs (ph); however, most teachers typically introduce these 4 digraphs first as they are the most common. They are often referred to as the “h brothers”. Teaching digraphs can be lots of fun. However you choose to introduce this concept, be sure to add visuals as they are so helpful especially for our struggling readers. Here’s the cue card specifically for digraphs that I made to introduce the concept. Specific instructions for introducing digraphs during instruction can be found in the Consonant Blends and Digraphs Activity Pack.
Prefixes as an aid to spelling
A prefix is a group of letters placed at the start of a
root word to change its meaning. Some complicated words
are less difficult to spell if you are familiar with
prefixes.
Here are some common examples in the following list:
PREFIX
MEANING
EXAMPLES
anti-
against or opposite to
anticlockwise, antibiotic
auto-
self
autobiography, automat
dis-
not, or away
dissimilar, disconnect
in-
not
insane, inhuman
il-
not
illogical, illegal
im-
not
immature, improbable
ir-
not
irrelevant, irregular
inter-
between
international, intermarry
mis-
wrong
misunderstand, misspell
post-
after
postnatal, postscript
pre-
before
prenatal, prehistoric
pro-
for, or forward
propose, pro-British
re-
again, or back
rewrite, reconsider
sub-
under
submarine, substandard
super-
above
supervisor, superhuman
trans-
across
transport, transplant
un-
not, or in reverse
unfinished, unarmed
Now memorize the focus words and test yourself on them Words kids really really need to know.
Pseudoword Spelling Test I am learning to identify the sounds in spelling that I need to learn. I am learning to use sounds in words to be able to break down and write difficult or different words in my writing. Below are sounds I need to work on.
You child will have their words on their own wiki.
http://wildaboutteaching10.blogspot.co.nz/2012/04/digraphs-and-blends-galorefreebie.html
http://www.sparklebox.co.uk/literacy/alphabet/digraphs-blends/
http://pinterest.com/nguyensa/blends-digraphs/
Word search games
http://bogglesworldesl.com/consonantdigraphs.htm
http://blog.maketaketeach.com/teaching-blends-and-digraphs/
For all learners, but especially for struggling readers, systematic and explicit phonics instruction is critical. “Systematic phonics instruction” refers to the sequence of phonics skills introduced. In a phonics program, there must be a logical order of introduction of skills. “Explicit phonics intruction” refers to how the skills are taught. Students need instruction where the teacher is providing precise directions for teaching the skills. Struggling readers require additional guided practice in small groups and instruction must be differentiated to meet individual needs.
Consonant Blends
A consonant blend is when two or more consonants are blended together, but each sound may be heard in the blend. The most common beginning consonant blends include: bl, br, cl, cr, dr, fr, tr, fl, gl, gr, pl, pr, sl, sm, sp and st. Blends can also occur at the end of words as in the word “last”. There are also blends which contain three consonants. Common three consonant blends include: str, spl, and spr. When teaching blends, most teachers introduced them in groups. For example, a teacher may choose to introduce the l-blends first (bl, cl, fl, gl, pl and sl) followed by the r-blends. When introducing the concept of blends and digraphs, cue cards often help. Here’s one I made with many of the consonant blends. You can download this for free.
Consonant Digraphs
In a consonant digraph, two consonants stand together to represent a single sound. the most common consonant digraphs are: sh, ch, th, and wh. There are other consonant digraphs (ph); however, most teachers typically introduce these 4 digraphs first as they are the most common. They are often referred to as the “h brothers”. Teaching digraphs can be lots of fun. However you choose to introduce this concept, be sure to add visuals as they are so helpful especially for our struggling readers. Here’s the cue card specifically for digraphs that I made to introduce the concept. Specific instructions for introducing digraphs during instruction can be found in the Consonant Blends and Digraphs Activity Pack.
Prefixes as an aid to spelling
A prefix is a group of letters placed at the start of aroot word to change its meaning. Some complicated words
are less difficult to spell if you are familiar with
prefixes.
Here are some common examples in the following list:
Now memorize the focus words and test yourself on them
Words kids really really need to know.
Week 1
Tuesday
Wednesday
Thursday
Saturday
February
Eleven
twelve
thirteen
fourteen
fifteen
seventeen
eighteen
sixty
seventy
http://www.spelling.co.nz/ Spelling under Scrutiny
http://www.spelling.hemscott.net/ Great spelling site
Pseudoword Spelling Test
I am learning to identify the sounds in spelling that I need to learn.
I am learning to use sounds in words to be able to break down and write difficult or different words in my writing.
Below are sounds I need to work on.
Vowels
Vowels
patterns
e
i
o
u
e
i
o
u
dr
bl
gl
tr
br
sp
ng
ar
er
sh
ck
th
oy
ow
oo
E
ssential words. Spelling words list